EFFECTIVENESS O F COUNSELLING PROGRAMMES ON TEACHER TRAINEES’ ACQUISITION OF PSYCHOSOCIAL COMPETENCIES: A CASE OF PUBLIC DIPLOMA TEACHER TRAINING COLLEGES IN NYERI AND NAIROBI COUNTIES, KENYA
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Date
2023-07
Authors
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Publisher
THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
Many teacher trainees experience various psychological problems. These range from uncertainty about their sex roles, desire for autonomy, maintaining significant relationships as well as academic demands. These are some of the concerns that require guidance and counselling. The intention of this research was to evaluate the effectiveness of Guidance and Counselling programmes (GC) on the acquisition of trainees’ Psychosocial Competencies (PC), in diploma teacher training colleges in Nyeri and Nairobi counties. The following research objectives guided the study: to assess the status of the GC programmes in diploma teacher training colleges, to establish the teacher trainees’ level of psychosocial competences, to assess the relationship between the attitude of teacher trainees towards guidance and counselling programmes and their psychosocial competences, and to assess the attitude of teacher counsellors towards the programmes and teacher trainees’ psychosocial competences. Three theories, the Chickering theory on college student development, Erickson’s theory of human development and Bandura’s social cognitive learning theory informed this study. This study employed mixed methods design, in particular the embedded correlational variant. The target population consisted of 6659 teacher trainees, 15 guidance and counselling teachers, 3 Heads of Departments (HODs) and 3 deans of students from three sampled colleges, one from a rural county and two from Nairobi. The sample size for this research was 383 participants. The 3 deans, 3 HODs and the 15 teachers were purposively selected, while the 362 trainees from the three colleges were selected using stratified random sampling method, bringing the total to 383. Data collection instruments included a semi-structured questionnaire for the deans of students, an observation checklist for the Departmental Heads and questionnaires for the guidance and counselling teachers and teacher trainees. Qualitative data were analyzed using a thematic analysis approach and presented in a narrative format. Analysis of quantitative data was done using inferential and descriptive statistics aided by the Statistical Package for Social Sciences (SPSS) version 20.0 computer programme. Graphs, tables and charts were used to present the findings. The status of GC programmes was found to make the biggest contribution in teacher trainees’ acquisition of psychosocial competences; that there existed no significant difference between the status of counselling programmes in the two counties and that the attitude of both the trainees and teacher counsellors towards guidance and counselling was positive. The research concluded that the Ministry could look into the status of Counselling programmes in Teacher Training Colleges with a view to strengthening them.
Description
DOCTOR OF PHILOSOPHY IN COUNSELLING PSYCHOLOGY
Keywords
COUNSELLING PROGRAMMES ON TEACHER TRAINEES’ PSYCHOSOCIAL COMPETENCIES